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This study examined students' genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of achievement motivation and flow theory. A total of 394 secondary school students were recruited and learned genetics concepts through interacting with a game-based learning environment. We measured their science self-efficacy, science outcome-expectancy beliefs, flow experience, feelings of frustration, and conceptual understanding before and after playing the game, as well as their game satisfaction. Mixed-model ANOVA, correlation tests, and path analysis were run to answer our research questions. Based on the results, we found that the game had a significant impact on students' conceptual understanding of genetics. We also found an acceptable statistical model of the integration between the two theories. Flow experience and in-game performance significantly impacted students' posttest scores. Moreover, science outcome-expectancy belief was found to be a significant predictor of students' flow experiences. In contrast, science self-efficacy and pretest scores were found to be the most significant factors influencing the feeling of frustration during the game. The results have practical implications with regard to the positive role that an adaptive game-based genetics learning environment might play in the science classroom. Findings also underscore the role the teacher should play in establishing productive outcome expectations for students prior to and during gameplay. [ABSTRACT FROM AUTHOR]

Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students’ abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed. [ABSTRACT FROM AUTHOR]